distract the students’ attention in learning by using the mobile gadgets for social media, music, browse, and etc. Overall, it was considered as a good solution to
overcome the meeting hours’ problem in learning speaking for the midwifery students.
2. Design
After the problems identified, defined, and there was a solution posed in the analysis phase, the researcher then designed the proposed solution which was the
mobile learning media to learn speaking. In this phase, the researcher was selecting the topics in the syllabus, defining the learning goals, formulating appropriate
learning activities, designing the flowchart and storyboard, and designing the research instruments.
As the result of the learning media was a mobile application, initially the researcher formulated the name of the application in this phase. The application was
named as SPEAK APP Speaking Application for Midwifery Students. The name was taken because the purpose of application was to learn speaking for midwifery
students. In addition, the name “SPEAK APP” is familiar words which were similar to a phrasal verb “Speak up”. “Speak up” based on Cambridge advanced learner’s
dictionary means to speak in a louder voice so that people can hear you. It could be meant to invite someone to speak. By using this name the researcher hopes that the
user of this application would be invited to learn to speak and to speak in English. After the name of the application formulated, the researcher then determined the
topics as the contents of the application. The topics were determined through
analyzing the syllabus. It was actually done in the analyze phase. As the result of the analysis phase, there were five topics that would be used as the content of the
application. The topics were the same topics discussed in the English subject for the first semester of midwifery students at ‘Aisyiyah Health Sciences College of
Yogyakarta. All topics in the syllabus for first semester students were chosen because the purpose of this application was to support or supplement the teaching and
learning English in the college especially on improving students’ speaking competence and to be the pilot model of mobile learning media for the rest semesters.
The topics were: 1 Hi, I am Midwife Angela, 2 I usually wake up at 6 o’clock, 3 The responsibilities of a midwife, 4 Where is the nurse station?, and 5 you should
take a break. The learning materials that the students would learn in the application were adjusted with those topics.
After the topics determined, the researcher defined the learning indicators in order to specify the learning objectives in the learning materials. The learning indicators
would be used to determine the learning objective in every topic. The topics and the learning indicators are presented as follows:
Table 4.2. The Topics, Materials, and Learning Indicators No Topics
Material Learning Objectives
1 Hi, I am Midwife
Angela Greetings and
Introductions The students are able to
greet and introduce their selves in English
2 I Wake up at 6
o’clock Daily routines
The students are able to tell their daily routines in
English 3
The Responsibilities Expressions of The students are able to
of a Midwife talking jobs
description explain their responsibilities
as a midwife 4
Where is the Nurse Station?
Giving directions The students are able to ask
for and give directions in English
5 You Should Take a
break Giving
advicesuggestions The students are able to give
advicessuggestions in English
After the topics and the learning indicators defined, the researcher then formulated the learning tasksactivities. To design the learning activities, initially the researcher
conducted some literature studies related to the teaching speaking in ESL. Literature studies were done in order to make sure the accountability of the product so that the
product would be effective to improve the students’ speaking competence. There were two concepts or theories used as the basis of the design of the activities in the
application. The first theory was the teaching speaking cycles from Burns 2011. There are seven stages of teaching speaking cycles:
o Stage 1 focus learners’ attention on speaking o Stage 2 provide input andor guide planning
o Stage 3 conduct speaking tasks o Stage 4 focus on languageskillsstrategies
o Stage 5 repeat the speaking tasks o Stage 6 direct learners’ reflection on learning
o Stage 7 facilitate feedback on learning This theory was taken with consideration that this theory presented good steps in
teaching speaking. With well-structured steps of speaking materials, the product
would be effective to improve the students’ speaking competence. Therefore, these cycles were used as the steps and template design of the application. The second
theory was the theory of teaching speaking from Nunan 2003. According to Nunan, teaching speaking is to teach the ESL learners to:
o Produce the English speech sounds and sound patterns o Use word and sentence stress, intonation patterns and the rhythm of the
second language. o Select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter. o Organize their thoughts in a meaningful and logical sequence.
o Use language as a means of expressing values and judgments. o Use the language quickly and confidently with few unnatural pauses, which is
called as fluency. Nunan, 2003 These theories were used as the basis of developing the speaking tasks in the
application. The theory enabled the lecturer to specify the possible activities that could be applied in the application. As it is a mobile application, not all the speaking
activities were applicable in it. The researcher combined these two theories in designing the application. There would be five activities in every topic and that would
be wrapped in good stages. The formulation of the tasks design could be seen as follows:
Table 4.3 The formulation of tasks design Teaching Speaking
Cycles Burns, 2011
Teaching Speaking Nunan, 2013
Tasks design
Focus learners’ attention on speaking
Interesting topic tittle and learning objectives
Provide input Select appropriate words and
sentences according to the proper social setting, audience,
situation and subject matter.
Activity I
Audio conversation and script
Conduct Speaking tasks
Teach to produce the English speech sounds and sound
patterns
Activity II
Vocabulary Pronunciation drill
Focus on LanguageSkillsStrate
gies Teach to use word and sentence
stress, intonation patterns and the rhythm of the second
language.
Activity III
Language Functions and Expressions
pronunciation drill Repeat speaking tasks Teach to organize their thoughts
in a meaningful and logical sequence.
Activity IV
Sentence pattern discoursejumbled
sentences Teach to use the language
quickly and confidently with few unnatural pauses, which is called
as fluency.
Activity V
Project make a video of a
dialoguemonologue Direct learners’
reflection on learning Use language as a means of
expressing values and judgments.
Activity III
Language Functions and Expressions
pronunciation drill Facilitate feedback on
learning Automatic feedback on
tasks and manual feedback through
sharing component whats appedmodo
connected
After the tasksactivities designed, the researcher then put the tasks flow designed into a flowchart and a story board. A flowchart and a storyboard was the
theoretical model of the application. They helped the researcher to have the clear
concepts of the application content and to draw the connection among each of the component in the application. The flowchart was the general construct of the
application. It showed the main parts of the application content. The flowchart can be seen as follows:
Figure 4.1 The Flowchart of SPEAK APP
A storyboard presented the more detailed parts and components of the application. In here, the layout designed was drawn. The buttons were determined to
make a clear navigation of the application. The more detailed components in the story
Jumble words
board, the easier for the researcher to develop the application. The storyboard of the application can be seen in the appendix 8. Meanwhile, the parts and the description of
each part are presented in the following table.
Table 4.4 The parts and the parts description of SPEAK APP Screen
Content
Home This screen contains the title of the application, a
picture, Profile button, and Enter button. The buttons will lead to profile screen and topics
screen Profile
This screen contains the profile of the author Topics
This screen contains the topics which are discussed in the application
Unit preview This screen provides a description about the topics
that will be learnt and the objectives of the unit. Activities
This screen contains buttons of the five activities in the units
DialogueMonologue This screen contains the audios and the audio scripts of every topic
Vocabulary This screen contains vocabularies learnt in every
topic and the students can listen and practice their pronunciation by clicking the words
Useful Expressions This screen consists of sentences or expressions
which are learnt in every topic and the students can listen and practice their pronunciation by clicking the
sentences. Multiple Choices
This screen contains five multiple choices questions about discourse
Project This screen contains an instruction and record button
In this screen, the students will make a video by clicking the record button
There are two primary buttons which appear on most screens in the application, namely Menu button and Quit button. Menu buttons lead the user to the topics screen.
It enables the user to go back to the topics option when he is in another screen. Meanwhile, Quit button will enable the users to end the application anytime.
The last step in the design phase was developing the blueprints of the questionnaires, developing the questionnaires, and developing the guidelines for the
interviews. The questionnaires were developed for user and expert validation of the product. Meanwhile, the interview guidelines were developed for the need analysis
and to support the user and experts validation toward the product. The blueprints of the questionnaires were developed according to some concepts. The blueprints can be
seen in Appendix 2.
3. Develop
